Lesley J Morrell
Biographic Data
| ID | 1502048 |
|---|---|
| NAME | Lesley J Morrell |
| GIVEN NAMES | Lesley J |
| FAMILY NAME | Morrell |
| SIGNATURE | MORRELL L J |
| AFFILIATIONS | University of Hull |
| ORCID | 0000-0003-0256-7871 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Iterated assessment and feedback improves student outcomes
Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Iterated assessment and feedback improves student outcomes
Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Higher education (3 works) · Psychology (3 works) · Employability (2 works) · Engineering (2 works) · Geography Education and Pedagogy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Computer Science (1 work)